Module 2 - Student Centred Pedagogies Assignment

HLPE1530 (B)PEDAGOGICAL CONSTRUCTIONS OF PHYSICAL EDUCATION
Josh W.
Tyler M, &
MODULE 2 STUDENT CENTRED PEDAGOGIES

ASSIGNMENT
PART 1 - Conceptual & Organisational Framework:
Intro: Touch Football. Level 7
Aims and Outcomes:
The following section will highlight the purpose of this lesson and the potential
benefits or values to students in the application of the chosen sport within skill,
knowledge, and attitudes.
Skills
The purpose of this lesson is to work collaboratively to learn technical movement
drills as well as develop an understanding of the rules and dynamics of passing
within touch football such as:
-
To correctly pass a touch football
To pass the ball from one person to the next without the ball touching the
ground
Attacking as a teem
how to move your group from one point on the pitch to another without the
ball touching the ground and using only 5 touches
To evade defenders and dispossession by passing
using more complex plays such as performing a wrap play
Knowledge
This lesson will call upon and require the transferability of movement skills in
different physical sports and apply rules in order to understand as well as solve a
movement challenges such as:
-
Sudden changes movement and play indirection
Anticipating and responding to ques
Understanding ball handling and passing technique
Team work and communication
Dynamic equilibrium
Correctly interpreting and applying touch football rules
Attitude

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Tyler M, &
As a result, students may potentially see personal and social benefits arise from
touch football such as:
-
Leadership
Sportsmanship
Aerobic fitness
Positive attitudes to Physical education and touch football
Promote the continuation of physical activity or game development
Pedagogies:
This lesson will encompass a number of pedagogies including teaching by task,
command, small groups, individual progression and problem solving however the
primary pedagogical approach that will be employed within the lesson will be
guided discovery. Guided discovery is positioned higher on Mosstons spectrum
therefore encompasses a greater ability to channel physical, social, emotional, and
intellectual development as seen in figure 1. That is to say that by utilising guided
discovery, the teacher asks a series of sequential questions in order to lead an
individual to a predetermined response. This will enable students to critically think,
discover answers, and make decisions to enhance their learning. When this
behaviour is achieved, students will also better retain information.
Figure 1: Mosstons teaching spectrum

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(Mosston, M. & Ashworth, S., 2002, 2010, p.18 )
Organisation:
Facilities
The class is desired to be taken outdoors. However, the class may be moved inside
due to poor weather conditions where a large portion of the gymnasium is required.
Space
Activity and game spaces will be marked using cones. Due to the limited number of
students, a modified perimeter of a touch football pitch will be coordinated to
account for a smaller number of students.
Equipment
The bank robber warm up game will require 8 touch footballs. However, for the drills
and game, only one ball for each group will be required.
Time allocations (summary)
Background info, aims and outcomes. (3 minutes)
Warmup - Bank Robber (7 minutes)
Activity 1 (5 minutes)
Activity 2 - (12 minutes)
Review of outcomes (3 minutes)
Class arrangements - explanations, demonstrations, activities
Explanations: Brought in for discussions, sitting in front of teacher to ensure all can
hear, be seen, and heard.
Demonstrations: Brought in for demonstrations, sitting in front of teacher so
everyone can see and be seen.
Activities: The warmup and all activities will be done collectively due to a small class
group. However, to cater for different rates of development, feedback and additional
explanations (using a guided discovery approach) will be provided, in particular for
less experienced students and for those who require additional support.
Distribution/collection of equipment
Balls will be distributed to teams accordingly, therefore distribution/collection of
equipment methods will not be required.
Safety:
Facilities/space;
Outdoors - slipping hazards and collisions.
Equipment - appropriate and in good order;
Equipment should be in appropriate and undamaged order to avoid hazardous
situations.

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Class formations activities;

See Appendix 1 - Teaching lesson resources for visuals of activity formations.
Student behaviour - expectations/rules;
Students are expected to cooperate and work as a team.
Warm up;
Slipping hazards and collisions.
Pre-existing medical conditions/injuries considerations?;
Asthma - Lots of running included in activities.
Arm and leg injuries.
Jewellery removed;
Hand and wrist jewellery removed - eg. Rings and bracelets.
Appropriate clothing/footwear requirements?;
Closed shoes and tight/active clothing is required.
Outdoors - sun safe practices;
Slip-slop-slap.

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Teaching plan
Adescriptionofthestudentcentredteachingsession,clearlylistingthekeyfeaturesofthelesson,including
theclassorganisationdetails,keyfeaturesoftheskill(s),thelearningactivitiesinsequence,thequestions
anddiscussionpoints,thetimeallocations,theteacherallocationsandthestudentcentredpedagogies,
integrating(orappending)relevantphotocopiedsectionsofresource(s)allwithinthefollowingsubtitles:
*Lessonintroduction(title,yearlevel,previewofoutcomesandaims);
*Anappropriatestudentcentredwarmup(moderatecardio&jointmobility);
*Introductoryactivitiesrelatedtothenewskill(s)/concept(s);
*Questionsandchallengesegwhatarewetryingtodo?;whatarethekeyaspectsofthe
skill/activity?howcanwedoitbetter?;
*Activitiestoenablethestudentstoenhancethenewskill(s)/activity(ies)/concept(s)integrateclass
discussionpointsrelatedtoyourskill,knowledge&attitudeoutcomeswhereappropriate;
*Furtherquestionsandchallengesandactivities(asdeemedappropriate)
*Anappropriateapplied/concludingactivity(eggame/dance/sequence)andwarmdown;
*Lessonconclusion(reviewofoutcomesQuestiontoaskandplannedobservations).

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Lesson introduction:
We will be teaching touch football at a year 7 level. The game of touch football was
introduced as a training drill used by rugby league players in the 1950s and 1960s.
At this time touch football was not a sport of its own (Fox sports, 2016). In the game
of touch football the ball MUST be passed backwards to be complete. If the ball is
passed forwards it is called by the referee as a forwards pass and the ball is then
turned over. By the end of the session we want to see you passing accurately, with
the correct timing, getting spin on the ball, and using the correct throwing
technique. We will also start to look into tactics and moving into space throughout
some of our activities.
Student Centered warm up 7 minutes
This warm up game will also be connected as an introductory activity. That is to say
that it will have a moderate cardio intensity but also incorporate some foundations
to the skills and rules of touch rugby. There will be a student centered focus where
the game can be modified according to difficulty.
This warm up was sources from Sportplan, a rugby coaching resource (see appendix
1).
Warm up
Name
Bank Robber

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Description
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Students start the game on the outside of their team corner and
only one person can enter the grid at a time.
The game works like a relay where one player (robber) from
each team enters the perimeter to steel a ball from the center
square and bring it back to their own box (bank).
The next team member must be touched before they enter the
area.
Once all the balls in the center have been stolen from the
centre, teams can now steel each others balls - but the same
relay rules apply.
The winning team is the team that can get 4 balls into their box.
(Sportplan, 2016)
Student focus:
- establishing ball handling skills when running
- picking up and placing balls while moving
- Holding the ball with dominant hand while sprinting
Game can be adjusted to make the game easier/harder by
adding/subtracting balls
Student
centered
discussion
points
What was challenging or easy about the game?

What rules can be added to overcome this?
e.g. adding/removing balls, robbing restrictions, touching
players causes dispossession
Activities and drills to enhance students skills 12 minutes

The following activities are passing drills that encompass a series of developmental
stages that will enable students to further develop their technique and skill in
passing. The development of the activity and time for each stage will be determined
by the ability level of the group accordingly. Touch football is a team sport and with
a limited number of students within the lesson the activities will focus more on a
group development however also highlight individual progressions through feedback
which will be directed by teachers where required using a guided discovery
approach. We will also provide ample opportunity for revision and consolidation of
previously introduced knowledge and skills.
This first activity was taken and adapted according to the nature of touch football
from the Daily Physical Education Manual Game skills Snapper (See Appendix
1).
Activity 1: Introduction to Passing

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Name
Passing to a partner
Description of
skill
Students pair up, stand an initial 5 meters apart, and pass back
and forth to each other using the correct technique that will be
previously explained.
As students become more comfortable in executing the skill they
can increase the difficulty which will be coordinated by using a
student progression approach.
That is to say that they can increase the difficulty however they
wish according to their skill level e.g. by increasing the distance
after each successful pass, spin after each pass, passing on both
side of the body etc.
(Dodd, 1984 p.556)
Guided
Discovery
discussion
points
Intended skill outcomes:

- Fingers should be spread to maintain control
- Push the ball towards to target, not across to maintain
precision under pressure
- Pass at chest height for easy catching
Spin passing
- Hold the ball in an upright position
- Dominant hand placed lower on the side of the ball
- Opposite hand is placed higher as a guide hand to create
resistance.
(Jonny Wilkinson, 2010)
Questions:
1. What are some key features of a correct touch football
pass?
Or, if previous knowledge is limited a demonstration will be
given with the following question:
1. Can anyone identify some of the key features when
passing?
2. Why is this feature important?
These skill developments have been adapted from a Sportsplan drill seen in
development 3 (see appendix 1)
Activity 2 Passing Drill: Development 1

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Tyler M, &
Name
Passing down the line
Description
Three attackers start at one end of the pitch and pass a ball
along to each team member next to them whist moving up the
field.
The aim is not to drop the ball and only pass when the player is
behind your position (legal pass).
The play must remain inside the allocated box and all passes
must be legal.
Guided
Discovery
discussion
points
Intended learning outcome:

-
Look and face the player before you pass

Pass in front of you team member to run onto in order to
keep momentum
Push the pass towards your target not across
Pass at their chest height
Question:
1. What features are important in performing this drill in
order to pass accurately?
Or
1. How can we ensure we pass accurately during this drill?
1 Why do you think these are important?
2. Did anyone face any challenging in this drill?

Name
Passing down the line with passive defenders (3v2)
Description
This drill is exactly the same as before however we will

implement passive defenders along the field in order for
attackers to establish a game sense of passing when defenders
are present

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Guided
Discovery
discussion
points
Tyler M, &
Intended outcome:
- Pass before the defenders are close or in line with the
pass
- Develop a greater in game sense of touch football.
Question:
1. What do you think this drill was trying to achieve?

Name
Passing down the line with interruptive defenders (3v2)
Description
Once again this drill is the same as before however defenders

become more interruptive towards the attacking play.
Attackers will be given 10 meters space to begin.
The defenders will approach those with the ball and attempt to
disrupt the play
The attackers must get past the defenders without being
touched when with possession of the ball.
The play must remain inside the allocated box and all passes
must be legal.
This can be modified and applied with varying difficulty to
develop a greater in game sense of evading defenders through
passing.
(Sportplan, 2016)

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Guided
Discovery
discussion
points
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Intended outcome:
- Draw in defenders, dont pass too early
Question:
1. How can we eliminate the first defender from interrupting
further passes?
2. What other techniques can we use to mislead defenders?
Lesson conclusion:
Hopefully after completing the previous drills and activities you all have a greater
understanding of how the touch football pass is done correctly, and how you can
use it effectively in a game.
Looking back on activity 1 we now want each pair to give us one key feature to do
with the technique of the touch football pass.
Appendix 1 Teaching lesson resources
Daily Physical Education Manual

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Appendix 1 - Teaching lesson resources

Sportplan Touch football/rugby drills
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Bibliography
Tyler M, &

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Tyler M, &
Dodd, G. D. (1984 p.556). 'Game skills' Daily physical education. Level 7. Adelaide:
ACHPER Publications. Retrieved from 'Games skills' 1984, in Dodd, Graham D
(ed.), Daily physical education. Level 7, ACHPER Publications, Adelaide, pp.
483-830.
Jonny Wilkinson. (2010, May 28). Rugby World Gillette Passing Masterclass.
Retrieved from YouTube: https://www.youtube.com/watch?v=SiGE7z1OnJQ
Mosston, M. & Ashworth, S. (2002, 2010, p.18 ). Ministry of Education . New
Zealand: The Online Learning Centre,Wellington,.
Sportplan. (2016). Rugby: 3'v'2. Retrieved from Sportplan:
https://www.sportplan.net/drills/Rugby/Passing/3-v-2-pd79.jsp
Sportplan. (2016). Rugby: Bank Robbers. Retrieved from Sportplan:
https://www.sportplan.net/drills/Rugby/Warm-Up/Bank-Robbers-pd41.jsp
Fox sports. (2016). FOX SPORTS PULSE. Retrieved 7 June, 2016, from
http://www.foxsportspulse.com/assoc_page.cgi?client=1-703-0-0-0

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HLPE1530 (B)PEDAGOGICAL CONSTRUCTIONS OF PHYSICAL EDUCATION